a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance. I. Grade 8 MCAS 2012- #15 Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
Ans: an increase in the number of photosynthetic organisms II. Grade 8 MCAS 2010-
#7 What is the smallest unit of a chemical compound that still has the properties of that compound? Ans: a molecule b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. #16 Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. MA Physical Science Standards Grade 6-8 #6 Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? When we cover the unit on Cell’s Energy & Processes, we covered topics including photosynthesis and respiration. When we discuss Chemical Compounds of Life, we cover elements, compounds as well as atoms and molecules. d. What instructional activities did you use during the last school year to teach your students?
We have students conducted an investigative lab-project on photosynthesis. All students are provided with identical batch of seeds, soil and plastic cups. Students work in small group to design an experiment to learn more about photosynthesis.
Workshop 3 - Web 2.0 tools
Energy Blues Music Video
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
<Add Science Learning Activity Types here>
1. Conceptual Knowledge Building Activity Type - Discussion/ think pair share
2. Procedural Knowledge Building Activity Type - Practice/ create a food web
3. Knowledge Expression Activity Type - Assessment/ play a game
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Discussion:
1.Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
2. As for whole group, the web link on Food Chain & Food Web will be used for class discussion.
Practice:
Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at.
1. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
2. Play a Game:
Click on the link to play online food web game
<Add Stage 1 activity here> Stage 1 Activity: MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Objective:
Students will be able to understand energy transfer from producer to consumer on a food web. Decomposers can break down dead organisms and returned the materials for the plants to make food using the sun's energy through photosynthesis.
Activity type:
1.Activate prior knowledge/ Explore:
a. Students will be given 2 groups of organisms to review how organisms are related in a food chain. Group 1 includes flowers, trees, worms, birds, eagle, rabbit, and fox. Group 2 cards will include grass, worms, chicken, cow, and human.
b. We can use a trophic pyramid to understand energy transfer at 10% efficient up each level.
from http://ecosystemsareecofriendly.wikispaces.com/
2. Discussion:
a. Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
b. As for whole group, the web link on Food Chain & Food Web will be used for class discussion. Food Chain & Food Web link.
c. Watch a video on decomposers and their roles in our food web
3. Practice:
a. Students work in small group to create one food web in an assigned ecosystem. Each student is assigned a different ecosystem from "Forest, Grassland, or Desert" to research using the internet. Each diagram must include one producer, one consumer and one decomposer in that environment. Students will work in the computer lab to research on relevant organisms.
b. Next, our class will look at the marine ecosystem and how ocean acidification (i.e. increased carbon dioxide levels) has certain effects on organisms in this food web. Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at. Worksheet link.
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
Instructions:
1.
a. Use your understanding of the food chain in Grade 5 science class, arrange the organism cards (Group 1) similar to their relationship in a food chain. Let's try the Group 2 cards that include human as one of the organisms. Discuss we are part of the food chain or food web also.
b. We will look at the energy transfer in a food chain by reviewing this trophic pyramid. We could see 10% efficiency in energy transfer up each level. If the grass in Group 2 cards contains 1000 units of energy, can you work with a partner to find out how much energy will human gets from grass through the food chain you lined up?
Possible Answers: grass - cow- human (10 units of energy); grass-worms-chicken-human (1 unit of energy)
2.
a. We will have a "think-pair-share" when reading our textbook pages today. You will explain to your partner what role does each of the key term has in a food chain or food web: producer, consumer, and decomposer.
b. We will look at Food Chain & Food Web on the smartboard together. In your journal entry, you will compare and contrast how you explain these 3 key terms and what these terms really means to you.
c. We will watch a brief video that tells us more about decomposers.
3.
a. We will be going into the computer lab for a small group research activity. Each small group will be assigned an ecosystem - Forest, Grassland or Desert. There are 6 groups in each class, so we will have 2 groups looking into the same ecosystem for comparison later on.
Each food chain or food web will need the following criteria:
i. at least 1 producer, 1 consumer and 1 decomposer
ii. with or without pictures is fine
iii. If the bottom organism begin at 1000 units of energy, then can you write down at least 2 food chains from your diagram and include how the units of energy change through the food chain (E.g. grass is 1000 units, then the grasshopper is how many units? and so on...)
b. I deliberately leave out the marine ecosystem to be introduce here after we gain better understanding of the land ecosystem. We will look at the marine food chain and food web here.
First, we will watch a video on ocean acidification to help us better understand how our environment has changed with increased carbon dioxide (CO2) levels. By understanding this issue, human can make changes in our life style to benefit our environment. In your journal entry, you need to answer this question based on the video: What can humans do to control the increased carbon dioxide levels, which caused ocean acidification? Bonus points: What marine organisms are affected by ocean acidification?
Second, we will complete a worksheet with a partner. We will use to study the Kelp Forest food web diagram on the smartboard before working on the worksheet.
c. Let's review energy transfer on a trophic pyramid we have seen before. Compare the energy transfer in marine trophic pyramid. We found that each level only transfer 10% of the energy. Bonus questions: What happen to the other 90% of energy when moving up each trophic level? What happens to the energy level when human eats vegetables or fruits as compared to eating chicken or cow?
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
5. We will reserved the netbooks froom the computer lab. We will play an online game to review the food web: Food Web Game
Online component:
Please refer to all the resources attached above - videos, worksheets, diagrams or posters and online game
Classroom materials:
Group 1 and Group 2 cards with organisms names- colored-coded for each group
Science textbook
Student journal
Assessment:
Teacher observation, journal entries, research food web diagram, and exit ticket.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Black box objective: Students will be able to use this activity to understand science does not always restricted to “one answer only” but sometimes require “creativity” to solve problems. Assessment: Students will be writing a reflection in the form of quick-write in their journal to discuss the learning process of this activity. Journal entry is a form of formative assessment. Task: Today, our class will investigate if scientists need to use creativity to solve problems. We will use a special box to see if we can find out more about creativity in science. Procedure:
Student will look at the box carefully for 1 minute.
In a small group, each student must take a guess on what the “unknown” side of the box could be. Students write down everyone’s guess in their journal.
After we discuss with the whole class about everyone’s guesses on the “unknown” side, we can complete a quick-write in the journal with the following focus question:
Some people think scientists don’t need creativity. Do you agree or disagree, why? (Use this box activity to help you think about this question.) Materials: Black box with one side labeled as “unknown” and 5 sides labeled with breakfast items (since we will eventually going into discussion food chain and food web).
Stage 2 Activity: Objective: Students be able to investigate the different roles of organisms in the food chain or food web including producers, consumers, and decomposers. Standard: MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Misconceptions: Some student thought creativity is not needed in science. Students’ presentation allow high level of creativity and variation in presentation style online. Task:
Students will look at different pictures and identify at least one of each type of organism – producer, consumer and decomposer- that lives in this habitat. Then students will use the portable netbooks to research on the roles of each organism. All information will be enter into an online class page (wiki or Edmodo).
Students will work in a small group of 4. Each student will be assigned a habitat to identify one producer, one consumer and one decomposer for each environment. (2 min)
Each student will research on the habitat and possible organisms that belong to each group –producers, consumers, decomposers. (20 min)
Each student should enter their findings into the class wiki or Google doc then post to Edmodo class homepage to summarize their findings for presentation to the whole class. (10 min)
Each group will prepare to present their findings online. (10 min) Students have the option to continue working on this at home, if needed.
Early Finisher in the above steps can check out the online games/videos or step up their online presentation using Glogster or Prezi.
Grouping: small group of 4 students
Web 2.0 online component: **Edmodo class homepage will be set-up by the teacher, class wiki is also set up by the teacher. Online Games on Producers, Consumers & Decomposers as suggested below:
Organisms' Roles & Energy Transfer in Food Chain/Food Web
Grade Level:
Grade 5-8 Life Science
State Standards: Massachusetts Framework, October 2006: Life Science (Biology) Grades 6-8 #14. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. #15. Explain how dead plants and animals are broken down by other organisms and how this process contributes to the system as a whole.
Lesson Question: How energy is transferred between producers, consumers and decomposers in the food chain or food web?
Introduction: Students already learned about the food chain in Grade 3-5 science curriculum (referenced Massachusetts Framework October 2006, Life Science (Biology), Grades 3-5 standards #11 for details). In these lessons, we add the energy component to introduce how energy is transferred in the food chain/food web. In addition, we want to include energy transfer by decomposers when they break down dead animals.
Duration: 4 class period(s)
Task: Students will be able to understand the role of each organism & their energy transfer in the food chain or food web – producers, consumers, and decomposers. They exist in various habitats. All findings about the roles of these organisms in four different habitats will be summarized at our online class homepage (wiki or Edmodo).
Process (include all steps of the lesson procedure): Day 1:
Lesson Opener/”DO Now” activity:
Complete a “Guess-timation” problem on an index card – Do you think energy can be recycled after an animal dies? Explain.
Hands-on Game: Whole Group
“Oh, Deer!” Game Rules:
Each student will be assigned an animal ( i.e. wolf, raccoon, eagle, and bear). Each student will get 2 resources "R" cards.
Each animal will need 250 calories to I survive daily. If any animal ends with less than 250 calories, then it dies.
Everyone picks a predator "P" card, which tells if you live or dies ( i.e. in ELL science idioms building, the word "die" is replaced with the phrase "kick the bucket" instead.)
Everyone calculates the total calories from all the cards and record it on the index card (use the back of guestimation).
If any predator doesn't eat for 2 rounds of game, the predator is dead.
Any animal that dies in the game will write about "how their energy gets back to the food chain."
Teacher can stop after at least 2 rounds of this game to explain energy transfer in food chain & food web.
Hands-on Conservation of Energy Lab: Small-Groups
Each small group is given a cup of 20 beans. (NOTE: Beans can be replaced by paper clips or other small objects, see materials above for details.)
The cup is soil or Earth. Each bean equals 10 units of energy from food sources. Write 2 animals from the Oh, Deer! Game on index cards.
Place the number of beans on each index card to match an estimate of the daily energy needs of each animal in the game.
Assume the animal dies and its body decomposes and think about what happen to the beans on this index card. (Answer: Beans on index card return to the soil and grow more plants, so energy is recycled in the food chain.)
Explain the “Conservation of Energy” (i.e. Energy is not loss or created!) in this activity.
Formative Assessment: Individual
Exit ticket or Ticket-to-Leave Questions:
What happens to energy when an animal eats a plant?
How do energy “recycled” in the food chain after an animal dies?
(additional ELL support) Write a word problem. Incorporate the following information. What animal were you? How much energy did you begin with? How much energy did you gain/lose?
(At the beginning of the next class, students will answer a survey. They will be asked how much energy their animals had at the beginning of the game. They will total the energy. They will then be asked how much energy they had at the end of the game. Are the amounts more or less the same?) Day 2:
Activate prior knowledge/ Explore:
a. Students will be given 2 groups of organisms to review how organisms are related in a food chain. Group 1 includes flowers, trees, worms, birds, eagle, rabbit, and fox. Group 2 cards will include grass, worms, chicken, cow, and human.
b. We can use a trophic pyramid to understand energy transfer at 10% efficient up each level.
2. Discussion:
a. Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
b. As for whole group, the web link on Food Chain & Food Web will be used for class discussion. Food Chain & Food Web link.
c. Watch a video on decomposers and their roles in our food web at http://www.youtube.com/watch?v=55D8TGRsl4k
3. Practice:
a. Students work in small group to create one food web in an assigned ecosystem. Each student is assigned a different ecosystem from "Forest, Grassland, or Desert" to research using the internet. Each diagram must include one producer, one consumer and one decomposer in that environment. Students will work in the computer lab to do a quick research on relevant organisms. Briefly describe the organism in this habitat such as what do they eat, where do they live (e.g. in water or land).
b. Next, our class will look at the marine ecosystem and how ocean acidification (i.e. increased carbon dioxide levels) has certain effects on organisms in this food web. Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at. Worksheet link. (Worksheet can be submitted the next day if not completed in class.)
Picture of Kelp Forest Food Web (below)
from http://kelpforestwebsite.weebly.com/food-chain.html
c. We will look at energy levels changed in the marine ecosystem using the diagram below.
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
5. Homework or Early Finisher: Play an online game: Food Web Game
Day 3:
”DO Now” activity:
Log on to the portable netbook and gather in your assigned small group.
Small group research – each student will be responsible for one habitat. You will research online for each picture:
Find one of each – producer, consumer and decomposer
Briefly explain what each organism’s role is in the food chain
Students should enter their findings into the class wiki or Google doc then post to Edmodo class homepage to summarize their findings for presentation to the whole class. Each group will prepare to present their findings online. Students have the option to continue working on this at home, if needed.
Early Finisher in the above steps can check out the online games/videos or step up their online presentation using Glogster or Prezi.
Online Games on Producers, Consumers & Decomposers as suggested below:
Imagine each producer can produce 100 units of energy. Discuss in your small group how these 1000 units will move through the 3 organisms in one of the habitat of your choice. Use your online presentation to explain how these 1000 units of energy will be transferred between producers, consumers and decomposers.
Each group will present their findings to the whole class.
Conclusion: After a few class periods of investigating the organisms and energy transfer in food web and food chains, we should be able to understand how all of them play an important role in each ecosystem and in the energy transfer within each habitat. We will revisit and discuss the following objectives to be sure students can ask questions:
Students understand that energy transfers when organisms are consumed in the food chain or food web. (MA framework #14)
Students recognize that dead animals are broken down by other organisms and energy is transferred in this process. (MA framework #15)
Assessments: Day 1:verbal assessment during game, teacher observations, formative assessment using student response on exit ticket (see resources for a Ticket-Out-The-Door template) Day 2: Quick research food web diagram, journal entries, teacher observations, exit ticket Day 3 & 4: online presentation on wiki or Edmodo
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
complete formative assessments
(exit tickets in
Day 1 & 2)
Use complete sentences and science vocab correctly.
Answer the questions concisely with supporting details.
Use complete sentences and science vocab correctly.
Answer the questions with mostly (above 50%) correct supporting details.
Use partially complete sentences but all science vocab are used correctly.
Answer the questions with some supporting details.
Use incomplete sentences or use science vocab incorrectly.
Did not answer the questions or answer without supporting details
10 pts.
accomplish a quick research of your assigned ecosystem (Day 2)
List one of each producer, consumer and decomposer with brief descriptions for each.
List one of each producer, consumer and decomposer with brief descriptions for at least two organisms.
List one of each producer, consumer and decomposer with brief descriptions for at least one organism.
List one of each producer, consumer and decomposer only..
15 pts.
finish the worksheet -Middle School Level only (Day 2)
Answer all 3 questions using relevant content knowledge and include supporting details.
Answer all 3 questions using relevant content knowledge and include partial supporting details.
Answer all 3 questions using relevant content knowledge.
Did not answer all 3 questions
30 pts.
complete journal entries (Day 2)
Use complete sentences and include relevant information.
Use complete sentences and include some relevant information.
Use partially complete sentences and include some relevant information.
Did not use complete sentences or not legible.
5 pts.
complete an online presentation
(Day 3 & 4)
Presentation is well-organized & include detailed information of organisms that demonstrate of the role of each organism as producer, consumer and decomposer. Demonstrate high quaility work with diligent efforts.
Presentation is organized & include detailed information of organisms that demonstrate of the role of each organism as producer, consumer and decomposer. Demonstrate good quaility work throughout.
Presentation is understandable & include detailed information of organisms that demonstration of the role of each organism as producer, consumer and decomposer. Demonstrate acceptable work presented at grade-level.
Presentation is disorganized or not easy to understand OR information does not show students understanding of the organisms' roles in the food chain/food web.
100 pts
small group oral presentation (Day 4)
Presentation allows each group member to participate; pacing and time management of presentation is within the 10 minutes assigned; explanation of the 1000 units of energy transfer is clear and concise.
Presentation allows each group member to participate; pacing and time management of presentation is reasonably close to the 10 minutes assigned; explanation of the 1000 units of energy transfer is clear.
Presentation allows each group member to participate; pacing and time management of presentation is outside the 10 minutes assigned; explanation of the 1000 units of energy transfer is acceptable.
Presentation does not include each group member to participate; pacing and time management of presentation is outiside the 10 minutes assigned; explanation of the 1000 units of energy transfer is unclear or not understandable.
50 pts.
Supplies and Materials: Day 1:
Oh, Deer! Game: index cards, paper, pencils, teacher pre-made cards for Oh, Deer! Game
Hands-on Energy Lab: cups, index card, small objects (e.g. beans, craft pom-poms, paper clips, etc.)
Day 2:
Group 1 and Group 2 cards with organisms names- colored-coded for each group
Science textbook
Student journal
Day 3& 4:
Students use netbook to research on each type of ecosystem and organisms that may live there.
Workshop Wiki Page - San Lee
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
I. Grade 8 MCAS 2012-
#15 Some types of bacteria can only live where oxygen is not present. These bacteria were well adapted to life on Earth over 2 billion years ago. Which of the following changes caused many of these bacteria to become extinct?
Ans: an increase in the number of photosynthetic organisms
II. Grade 8 MCAS 2010-
#7 What is the smallest unit of a chemical compound that still has the properties of that compound?
Ans: a molecule
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
#16 Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.
MA Physical Science Standards Grade 6-8
#6 Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
When we cover the unit on Cell’s Energy & Processes, we covered topics including photosynthesis and respiration. When we discuss Chemical Compounds of Life, we cover elements, compounds as well as atoms and molecules.
d. What instructional activities did you use during the last school year to teach your students?
We have students conducted an investigative lab-project on photosynthesis. All students are provided with identical batch of seeds, soil and plastic cups. Students work in small group to design an experiment to learn more about photosynthesis.
Workshop 3 - Web 2.0 tools
Energy Blues Music Video
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
<Add Science Learning Activity Types here>
1. Conceptual Knowledge Building Activity Type - Discussion/ think pair share
2. Procedural Knowledge Building Activity Type - Practice/ create a food web
3. Knowledge Expression Activity Type - Assessment/ play a game
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
1.Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
2. As for whole group, the web link on Food Chain & Food Web will be used for class discussion.
Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at.
Ocean Acidification Video
Kelp Forest Food Web
reference diagram from
http://kelpforestwebsite.weebly.com/food-chain.html
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
2. Play a Game:
Click on the link to play online food web game
<Add Stage 1 activity here>
Stage 1 Activity:
MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Objective:
Students will be able to understand energy transfer from producer to consumer on a food web. Decomposers can break down dead organisms and returned the materials for the plants to make food using the sun's energy through photosynthesis.
Activity type:
1.Activate prior knowledge/ Explore:
a. Students will be given 2 groups of organisms to review how organisms are related in a food chain. Group 1 includes flowers, trees, worms, birds, eagle, rabbit, and fox. Group 2 cards will include grass, worms, chicken, cow, and human.
b. We can use a trophic pyramid to understand energy transfer at 10% efficient up each level.
from http://ecosystemsareecofriendly.wikispaces.com/
2. Discussion:
a. Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
b. As for whole group, the web link on Food Chain & Food Web will be used for class discussion. Food Chain & Food Web link.
c. Watch a video on decomposers and their roles in our food web
3. Practice:
a. Students work in small group to create one food web in an assigned ecosystem. Each student is assigned a different ecosystem from "Forest, Grassland, or Desert" to research using the internet. Each diagram must include one producer, one consumer and one decomposer in that environment. Students will work in the computer lab to research on relevant organisms.
b. Next, our class will look at the marine ecosystem and how ocean acidification (i.e. increased carbon dioxide levels) has certain effects on organisms in this food web. Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at. Worksheet link.
Ocean Acidification Video
Kelp Forest Food Web
from http://kelpforestwebsite.weebly.com/food-chain.html
c. We will look at energy levels changed in the marine ecosystem using the diagram below.
from http://pic2fly.com/Food+Chains+and+Energy+Pyramids.html
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
5. Play an online game: Food Web Game
Instructions:
1.
a. Use your understanding of the food chain in Grade 5 science class, arrange the organism cards (Group 1) similar to their relationship in a food chain. Let's try the Group 2 cards that include human as one of the organisms. Discuss we are part of the food chain or food web also.
b. We will look at the energy transfer in a food chain by reviewing this trophic pyramid. We could see 10% efficiency in energy transfer up each level. If the grass in Group 2 cards contains 1000 units of energy, can you work with a partner to find out how much energy will human gets from grass through the food chain you lined up?
Possible Answers: grass - cow- human (10 units of energy); grass-worms-chicken-human (1 unit of energy)
2.
a. We will have a "think-pair-share" when reading our textbook pages today. You will explain to your partner what role does each of the key term has in a food chain or food web: producer, consumer, and decomposer.
b. We will look at Food Chain & Food Web on the smartboard together. In your journal entry, you will compare and contrast how you explain these 3 key terms and what these terms really means to you.
c. We will watch a brief video that tells us more about decomposers.
3.
a. We will be going into the computer lab for a small group research activity. Each small group will be assigned an ecosystem - Forest, Grassland or Desert. There are 6 groups in each class, so we will have 2 groups looking into the same ecosystem for comparison later on.
Each food chain or food web will need the following criteria:
i. at least 1 producer, 1 consumer and 1 decomposer
ii. with or without pictures is fine
iii. If the bottom organism begin at 1000 units of energy, then can you write down at least 2 food chains from your diagram and include how the units of energy change through the food chain (E.g. grass is 1000 units, then the grasshopper is how many units? and so on...)
b. I deliberately leave out the marine ecosystem to be introduce here after we gain better understanding of the land ecosystem. We will look at the marine food chain and food web here.
First, we will watch a video on ocean acidification to help us better understand how our environment has changed with increased carbon dioxide (CO2) levels. By understanding this issue, human can make changes in our life style to benefit our environment. In your journal entry, you need to answer this question based on the video: What can humans do to control the increased carbon dioxide levels, which caused ocean acidification? Bonus points: What marine organisms are affected by ocean acidification?
Second, we will complete a worksheet with a partner. We will use to study the Kelp Forest food web diagram on the smartboard before working on the worksheet.
c. Let's review energy transfer on a trophic pyramid we have seen before. Compare the energy transfer in marine trophic pyramid. We found that each level only transfer 10% of the energy. Bonus questions: What happen to the other 90% of energy when moving up each trophic level? What happens to the energy level when human eats vegetables or fruits as compared to eating chicken or cow?
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
5. We will reserved the netbooks froom the computer lab. We will play an online game to review the food web: Food Web Game
Online component:
Please refer to all the resources attached above - videos, worksheets, diagrams or posters and online game
Classroom materials:
Group 1 and Group 2 cards with organisms names- colored-coded for each group
Science textbook
Student journal
Assessment:
Teacher observation, journal entries, research food web diagram, and exit ticket.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Survey Link
<Post your Web 2.0 tool with instructions for use here>
I created a comic trip that relates to energy transfer in food chain using ToonDoo.
This can be a game I added as assessment in my Workshop 4 "game".
ToonDoo title is Energy Transfer (Food Chain)
Workshop 6 - Scientific Investigations
Black Box Investigation
Black box objective:
Students will be able to use this activity to understand science does not always restricted to “one answer only” but sometimes require “creativity” to solve problems.
Assessment:
Students will be writing a reflection in the form of quick-write in their journal to discuss the learning process of this activity. Journal entry is a form of formative assessment.
Task:
Today, our class will investigate if scientists need to use creativity to solve problems. We will use a special box to see if we can find out more about creativity in science.
Procedure:
- Student will look at the box carefully for 1 minute.
- In a small group, each student must take a guess on what the “unknown” side of the box could be. Students write down everyone’s guess in their journal.
- After we discuss with the whole class about everyone’s guesses on the “unknown” side, we can complete a quick-write in the journal with the following focus question:
Some people think scientists don’t need creativity. Do you agree or disagree, why? (Use this box activity to help you think about this question.)Materials:
Black box with one side labeled as “unknown” and 5 sides labeled with breakfast items (since we will eventually going into discussion food chain and food web).
Stage 2 Activity:
Objective:
Students be able to investigate the different roles of organisms in the food chain or food web including producers, consumers, and decomposers.
Standard:
MA Life Science Standards Grade 6-8
#14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Misconceptions:
Some student thought creativity is not needed in science. Students’ presentation allow high level of creativity and variation in presentation style online.
Task:
Students will look at different pictures and identify at least one of each type of organism – producer, consumer and decomposer- that lives in this habitat. Then students will use the portable netbooks to research on the roles of each organism. All information will be enter into an online class page (wiki or Edmodo).
Picture 1: Farm
from
http://commons.wikimedia.org/wiki/File:Farm_land_in_Da_Lat,_Vietnam.JPG
Picture 2: Tropical Rain Forest
from
http://haiglersclassmvps.pbworks.com/w/page/31335703/Avry
Picture 3: Desert
from
http://commons.wikimedia.org/wiki/File:Wandering_in_the_desert.jpg
Picture 4: Marine ecosystem
from
http://commons.wikimedia.org/wiki/File:Aquarium_in_Ocean_Park_2.jpg
Procedure:
- Students will log on to netbook. (3 min)
- Students will work in a small group of 4. Each student will be assigned a habitat to identify one producer, one consumer and one decomposer for each environment. (2 min)
- Each student will research on the habitat and possible organisms that belong to each group –producers, consumers, decomposers. (20 min)
- Each student should enter their findings into the class wiki or Google doc then post to Edmodo class homepage to summarize their findings for presentation to the whole class. (10 min)
- Each group will prepare to present their findings online. (10 min) Students have the option to continue working on this at home, if needed.
Early Finisher in the above steps can check out the online games/videos or step up their online presentation using Glogster or Prezi.Grouping:
small group of 4 students
Web 2.0 online component: **Edmodo class homepage will be set-up by the teacher, class wiki is also set up by the teacher.
Online Games on Producers, Consumers & Decomposers as suggested below:
Classroom materials:
Students use netbook to research on each type of ecosystem and organisms that may live there.
1. Links to overview for food chain:
http://www.geography4kids.com/files/land_foodchain.html
http://library.thinkquest.org/11353/food.htm
http://www.scienceclarified.com/Ex-Ga/Food-Web-and-Food-Chain.html
2. Link to producers & consumers:
http://www.slideshare.net/sth215/producers-consumers-and-decomposers
3. Link to decomposers:
http://citadel.sjfc.edu/students/naa07113/e-port/decomposers.html
Assessment:
online presentation will be graded
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: SanLee
Lesson Title:
Organisms' Roles & Energy Transfer in Food Chain/Food WebGrade Level:
Grade 5-8 Life ScienceState Standards:
Massachusetts Framework, October 2006: Life Science (Biology) Grades 6-8
#14. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
#15. Explain how dead plants and animals are broken down by other organisms and how this process contributes to the system as a whole.
Lesson Question:
How energy is transferred between producers, consumers and decomposers in the food chain or food web?
Introduction:
Students already learned about the food chain in Grade 3-5 science curriculum (referenced Massachusetts Framework October 2006, Life Science (Biology), Grades 3-5 standards #11 for details). In these lessons, we add the energy component to introduce how energy is transferred in the food chain/food web. In addition, we want to include energy transfer by decomposers when they break down dead animals.
Duration: 4 class period(s)
Task:
Students will be able to understand the role of each organism & their energy transfer in the food chain or food web – producers, consumers, and decomposers. They exist in various habitats. All findings about the roles of these organisms in four different habitats will be summarized at our online class homepage (wiki or Edmodo).
Process (include all steps of the lesson procedure):
Day 1:
- What happens to energy when an animal eats a plant?
- How do energy “recycled” in the food chain after an animal dies?
- (additional ELL support) Write a word problem. Incorporate the following information. What animal were you? How much energy did you begin with? How much energy did you gain/lose?
(At the beginning of the next class, students will answer a survey. They will be asked how much energy their animals had at the beginning of the game. They will total the energy. They will then be asked how much energy they had at the end of the game. Are the amounts more or less the same?)Day 2:
- Activate prior knowledge/ Explore:
a. Students will be given 2 groups of organisms to review how organisms are related in a food chain. Group 1 includes flowers, trees, worms, birds, eagle, rabbit, and fox. Group 2 cards will include grass, worms, chicken, cow, and human.b. We can use a trophic pyramid to understand energy transfer at 10% efficient up each level.
from http://ecosystemsareecofriendly.wikispaces.com/
2. Discussion:
a. Think Pair Share - Students learned the roles of producers, consumers and decomposers through a think-pair-share activity from the textbook.
b. As for whole group, the web link on Food Chain & Food Web will be used for class discussion. Food Chain & Food Web link.
c. Watch a video on decomposers and their roles in our food web at http://www.youtube.com/watch?v=55D8TGRsl4k
3. Practice:
a. Students work in small group to create one food web in an assigned ecosystem. Each student is assigned a different ecosystem from "Forest, Grassland, or Desert" to research using the internet. Each diagram must include one producer, one consumer and one decomposer in that environment. Students will work in the computer lab to do a quick research on relevant organisms. Briefly describe the organism in this habitat such as what do they eat, where do they live (e.g. in water or land).
b. Next, our class will look at the marine ecosystem and how ocean acidification (i.e. increased carbon dioxide levels) has certain effects on organisms in this food web. Students will watch a video on "ocean acidification" and discuss about the Kelp Forest Food Web diagram below. Also, brought up how ocean acidification caused by increased carbon dioxide affects ocean planktons as well as the seafood we may eat in this case. Our worksheet will mention ocean acidification and we can learn different ways to reduce carbon dioxide outputs on our part as human. Then they are given a worksheet (see link) that will give them 3 questions on Food Chan & Food Web at Middle School level to look at. Worksheet link. (Worksheet can be submitted the next day if not completed in class.)
Picture of Kelp Forest Food Web (below)
from http://kelpforestwebsite.weebly.com/food-chain.html
c. We will look at energy levels changed in the marine ecosystem using the diagram below.
From http://pic2fly.com/Food+Chains+and+Energy+Pyramids.html
4. Assessment using Exit Ticket:
Q1: Compare and contrast a producer, a consumer and a decomposer on a food web.
Q2; If the grass has 1000 units of energy, a rabbit eats the grass then the fox eats a rabbit. How many units of energy are transferred from the grass through the rabbit to the fox?
5. Homework or Early Finisher: Play an online game: Food Web Game
Day 3:
- Small group research – each student will be responsible for one habitat. You will research online for each picture:
- Find one of each – producer, consumer and decomposer
- Briefly explain what each organism’s role is in the food chain
Picture 1: farmhttp://commons.wikimedia.org/wiki/File:Farm_land_in_Da_Lat,_Vietnam.JPG
Picture 2: tropical rain forest
http://haiglersclassmvps.pbworks.com/w/page/31335703/Avry
Picture 3: desert
http://commons.wikimedia.org/wiki/File:Wandering_in_the_desert.jpg
Picture 4: marine ecosystem
http://commons.wikimedia.org/wiki/File:Aquarium_in_Ocean_Park_2.jpg
- Students should enter their findings into the class wiki or Google doc then post to Edmodo class homepage to summarize their findings for presentation to the whole class. Each group will prepare to present their findings online. Students have the option to continue working on this at home, if needed.
Early Finisher in the above steps can check out the online games/videos or step up their online presentation using Glogster or Prezi.Online Games on Producers, Consumers & Decomposers as suggested below:
- Game from Kids’ Corner http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm
- Fun with Food Webs Game http://www.harcourtschool.com/activity/food/food_menu.html
3. BrainPop on Food Chain (video) http://www.brainpop.com/science/ecologyandbehavior/foodchains/Day 4:
- Imagine each producer can produce 100 units of energy. Discuss in your small group how these 1000 units will move through the 3 organisms in one of the habitat of your choice. Use your online presentation to explain how these 1000 units of energy will be transferred between producers, consumers and decomposers.
- Each group will present their findings to the whole class.
Conclusion:After a few class periods of investigating the organisms and energy transfer in food web and food chains, we should be able to understand how all of them play an important role in each ecosystem and in the energy transfer within each habitat. We will revisit and discuss the following objectives to be sure students can ask questions:
Assessments:
Day 1:verbal assessment during game, teacher observations, formative assessment using student response on exit ticket (see resources for a Ticket-Out-The-Door template)
Day 2: Quick research food web diagram, journal entries, teacher observations, exit ticket
Day 3 & 4: online presentation on wiki or Edmodo
Assessment Rubric
(exit tickets in
Day 1 & 2)
Answer the questions concisely with supporting details.
Answer the questions with mostly (above 50%) correct supporting details.
Answer the questions with some supporting details.
Did not answer the questions or answer without supporting details
(Day 3 & 4)
Day 1:
- Oh, Deer! Game: index cards, paper, pencils, teacher pre-made cards for Oh, Deer! Game
- Hands-on Energy Lab: cups, index card, small objects (e.g. beans, craft pom-poms, paper clips, etc.)
Day 2:Day 3& 4:
- Students use netbook to research on each type of ecosystem and organisms that may live there.
- Links to overview for food chain:
http://www.geography4kids.com/files/land_foodchain.htmlhttp://library.thinkquest.org/11353/food.htm
http://www.scienceclarified.com/Ex-Ga/Food-Web-and-Food-Chain.html
- Link to producers & consumers:
http://www.slideshare.net/sth215/producers-consumers-and-decomposersResources:
Day 1:
1. Black Bear info: http://www.accuweather.com/en/weather-news/black-bear-prepare-to-hibernat-1/57684
2. Eagle info: http://www.learner.org/jnorth/tm/eagle/ExpertAnswer06.html
3.Mountain Lion info: http://www.aws.vcn.com/mountain_lion_fact_sheet.html
4.Wolf info: http://www.wolf.org/wolves/learn/basic/biology/ungulate_dep.asp
5. ELL resources: Science Idioms
http://examples.yourdictionary.com/what-are-examples-of-idioms-related-toscience.html
6. Exit Tickets info:
Day 2:
Day 3:
http://www.geography4kids.com/files/land_foodchain.html
http://library.thinkquest.org/11353/food.htm
http://www.scienceclarified.com/Ex-Ga/Food-Web-and-Food-Chain.html
http://www.slideshare.net/sth215/producers-consumers-and-decomposers
http://citadel.sjfc.edu/students/naa07113/e-port/decomposers.htmlFarm picture from http://commons.wikimedia.org/wiki/File:Farm_land_in_Da_Lat,_Vietnam.JPG
Online Games on Producers, Consumers & Decomposers as suggested below:
Teacher Notes: I created a "ticket out the door" and attached below.